Note: Listening and Speaking section will be in Black and Reading and Writing section will be in Maroon colour.

The class begins with physical exercises and responding to directions given.

The topic/concept ‘Fruits’ will be reinforced with some additional information about health benefits of eating fruits.

Language games by the way matching pictures to the fruits, experiential learning of smell, touch, taste and texture, human value song, naming words, sight words are planned for the week to make learning enjoyable.

Listening and Speaking

Daily:

Total Physical response (to be done before every session)

Note to the Teacher: Refer to Week 1, Day 1 of the topic’s detailed asset.

Suggested variation – Once the children are familiar and at ease with the exercises (which has been done for the past two weeks), the following variations can be made to make the exercises interesting and topic related. The teacher can show the flashcard of the fruits as they do the warm up exercises and the children will say the name of the fruit aloud.
Example: As the teacher gives the command ‘Walk two steps forward’ he/she can show the flashcard of a mango. The children will walk two steps forward and say ‘Mango’ aloud. The teacher can use another flashcard for the next command.

Commands:
1. Walk two steps forward
2. Tap your feet on the ground
3. Stand on your heels
4. Stand straight
5. Touch the ground
6. Stand straight
7. Raise your hand above your head
8. Put your hands down

Refer to the given LTM Video Warm-Up Exercise given in Week 1, to conduct the above activity.

Refer to the flashcard ‘Fruits’ given in Week 1 Day 1.

Refer to the ‘TPR/Warm up exercise’ Adaptation and Strategies given in the Main page of ‘Fruits’ if there are any neuro-diverse children in the class.

Day 1

Main Concept: Revision and Closing Session:

• The teacher can explain how eating Fruits keeps us healthy and strong.
• The teacher can close the session by reciting the rhyme on Fruits learnt in the earlier class. 
• The teacher shows the flashcards of Fruits as a revision of the topic.

Key knowledge the child will acquire: Children recognise and name the fruits and also learn about their special features in terms of taste, texture, colour, shape, etc.

Flashcard of Fruits (refer to Week 1 Day 5)

Refer to the ‘LSRW’ Adaptation and Strategies given in the Main page of ‘Fruits’ if there are any neuro-diverse children in the class.

Day 2

Language Game – Match the cards with Fruits (to be done in one session)

Aim: Children identify the fruits by their names.

Preparation:

1. The teacher makes multiple picture cards for each fruit.
2. The teacher keeps the necessary flash cards and some of the fresh fruits (apple, banana, orange, grapes, etc.) ready.
3. The teacher places the different fruits on individual plates.
4. The teacher takes a mixed set of flashcards of fruits.
5. This activity aims to sort the fruit flashcards and place them next to the appropriate plate having the fresh fruit.
6. The teacher divides the class into 2 or 3 groups as per the class size.

Procedure:

• Children make lines as per the group allotted to them by the teacher.
• The teacher stands on one side to ensure that the game is conducted smoothly.
• Fresh fruits are placed on individual plates.
• Mixed flashcards of fruits are laid down on the ground across the fresh fruits.
• The teacher may call out the name of one child from one group and ask that child to pick a picture of a particular fruit and match it to the real fruit. 
• Next, the teacher may call a child from another group to pick up a fruit picture and match it to the real fruit. 
• The teacher may conduct the game in the same manner calling out children from each group till all the children get a chance.
• The teacher asks the children to listen carefully and pick up the picture of the fruit called out and place it next to the correct fruit.
• To make it challenging, the teacher can time the game.

Suggested Variation:
Children with mild vision or hearing issues can be helped by pairing them with a peer.

Note to the teacher:

1. The teacher makes sure that all children get a chance to participate in this game.
2. Ask the children to listen to the instructions carefully.
3. They must leave their group line only when their name is called.
4. Children should follow the instructions.
5. Those who don’t do it correctly may observe the other children and will get another chance.

Key knowledge the child will acquire: The children in the class are able to identify and name different fruits.

Click and watch the videos. These videos are to be shown to children during the activity. When there are children with hearing impairment in the inclusive class, use the video with Indian Sign Language (ISL).

Video: Match the Fruit Cards

ISL Video: Match the Fruit Cards

Refer to the ‘Activity’ Adaptation and Strategies given in the Main page of ‘Fruits’ if there are any neuro-diverse children in the class.

Day 3

Experiential Learning (smell & touch) – Part 1

Children can be given some experiential learning about fruits through their senses of smell and touch. 

Note to the teacher:

1. The teacher will watch the given video, and keep the necessary items as shown to conduct the activity.
2. The teacher makes the children see, smell and touch the fruits and discusses with the children about the same. 

Materials required: Real fruits, basket/plate.

Procedure:
1. The teacher keeps all the fruits in a basket/on a plate.
2. The teacher may ask the children one by one to name the fruits.
3. Then, the teacher may pass on each fruit around and encourage the children to smell and  touch the fruits.
4. The teacher can discuss the smell, texture (tactile), size and shape of the fruits.

Click and watch the videos. These videos are to be shown to children during the activity. When there are children with hearing impairment in the inclusive class, use the video with Indian Sign Language (ISL).

Video: Experiential Learning – Part 1

ISL Video: Experiential Learning – Part 1 (Coming soon)

Refer to the ‘Activity’ Adaptation and Strategies given in the Main page of ‘Fruits’ if there are any neuro-diverse children in the class.

Day 4

Experiential Learning (taste & texture) – Part 2

Children can feel the texture of fruits, to know if they are- hard, soft, rough, smooth, with peel/without peel and also taste the fruits to find out if the fruits are- juicy, sweet, sour, crunchy, with seeds/without seeds.

Note to the teacher:

1. The teacher will watch the given video, and keep the necessary items as shown to conduct the activity.
2. The teacher makes the children feel and taste the fruits (the teacher cuts the washed fruits and makes the children eat and tell the taste) and also discusses with the children about the texture of the fruits. 

Materials required: Real fruits, plates, knives.

Click and watch the videos. These videos are to be shown to children during the activity. When there are children with hearing impairment in the inclusive class, use the video with Indian Sign Language (ISL).

Video: Experiential Learning – Part 2

ISL Video: Experiential Learning – Part 2 (Coming soon)

Day 5

Human value song – Eat an apple everyday

The teacher can make the children learn this human value song by showing the video and playing the audio file. Teachers may drive home the importance of eating fruits every day for keeping their body strong and healthy.

Red and shiny, fresh and bright,
A juicy apple is a pretty sight.
Try to eat it every day,
And keep the doctor away.

Red and shiny, a yummy snack,
Good for you, just take a pack.
Fresh and bright, a healthy snack,
Enjoy it, in your break.

Procedure:
1. The teacher will show the song poster and video.
2. The teacher will play audio of the value song. The children will repeat the song.
3. The teacher may explain the importance of eating fruits every day for keeping their body strong and healthy.

Click and watch the videos. These videos are to be shown to children during the activity. When there are children with hearing impairment in the inclusive class, use the video with Indian Sign Language (ISL).

Poster: Eat an Apple everyday

Audio: Eat an Apple everyday

Video: Human Value Song – Eat an Apple everyday

ISL Video: Human Value Song – Eat an Apple everyday (Coming soon)

Refer to the ‘LSRW’ Adaptation and Strategies given in the Main page of ‘Fruits’ if there are any neuro-diverse children in the class.

Reading and Writing

Day 1

Main Concept – Naming Words
Fruit Names – ‘Passing the Parcel’ game
Content: Fruits (Mango, Guava, Papaya, Pomegranate)
Preparation of Activity: Follow the same procedure as Week 2 Day 5
Refer to the video of Passing the Parcel from Week 2 Day 5 of Fruits 

Refer to the ‘Activity’ Adaptation and Strategies given in the Main page of ‘Fruits’ if there are any neuro-diverse children in the class.

Day 2 & 3

Main Concept – Naming Words
Fruit Names – Revision and Tracing

Worksheet no.1- Apple, Grapes, Banana, Guava
Worksheet no.2- Mango, Papaya, Orange

Note to the teacher:

There are  two worksheets. One worksheet will be done in each session. The teacher may refer to the video before the sessions.
Procedure:

• The teacher will revise all the fruit names.
• The teacher will pin the worksheet on the board and demonstrate the method of tracing the fruits names and colouring the fruits. 
• The teacher will distribute the worksheet and the required colours.
• Students will carry out the process as demonstrated by the teacher.

Worksheets: Trace the Fruit Names and colour the fruits

Worksheets: Trace the Fruit Names and colour the fruits (Enlarged)

Click and watch the video. This video is to be viewed by the teachers before the activity to understand how to conduct the same during the class.

Video: Fruit Names – Revision and Tracing

Refer to the ‘LSRW’ Adaptation and Strategies given in the Main page of ‘Fruits’ if there are any neuro-diverse children in the class.

Refer to the ‘Colouring within the boundaries’ and ‘See and colour’ Adaptation and Strategies given in the Main page of ‘Fruits’ if there are any neuro-diverse children in the class.

Day 4 & 5

New Words (Introducing new sight words)
Number of sessions: 2 (four sight words to be introduced in one session)

Content: give open, mother, father, thank, him, his, her
Materials required: Sight words flashcards
Preparation for activity: The teacher may start the session by revising some sight words previously learnt.
Setting for activity: Classroom

Procedure:

• The teacher introduces the sight words one by one.
• The teacher takes the first sight word card, shows the card to the students and says the word loudly and clearly.
• Students will repeat the word.
•  Then, the teacher will show the second sight word card and read the word.
• Students will repeat.
• Likewise, all four words are introduced.
• This whole procedure may be repeated 2-3 times.
• Then, the teacher may ask each child to come forward to the blackboard and point to the given word. This will help the teacher to identify the student who may need additional help.
• These four words flashcards can be pinned on the class bulletin board.

Note to the teacher:
The teacher may additionally explain the meaning of the word in regional language.

Flashcards: Sight Words

Flashcards: Sight Words (Enlarged)

Click and watch the videos. These videos are to be shown to children during the activity. When there are children with hearing impairment in the inclusive class, use the video with Indian Sign Language (ISL).

Video: Introducing Sight Words

ISL Video: Introducing Sight Words (Coming soon)

Refer to the ‘Activity’ Adaptation and Strategies given in the Main page of ‘Fruits’ if there are any neuro-diverse children in the class.

Refer to the ‘Colouring within the boundaries’ and ‘See and colour’ Adaptation and Strategies given in the Main page of ‘Fruits’ if there are any neuro-diverse children in the class.

Teacher Resource Document

Source and Attribution of images All images used in the above Assets and Aids are originally created.

This digital material has been developed by the Sri Sathya Sai Vidya Vahini Inclusive Education Project, a unit of Sri Sathya Sai Central Trust, Prasanthi Nilayam, as a collaborative offering in the service of our nation.